Display the words dividend, divisor, quotient, and remainder on the Smartboard. Then write 22 ÷ 3 on the board. “Using these words, can anyone tell me what the number 22 is in this problem?” (dividend) “What is the number 3 in this problem?” (divisor) “When we solve the division problem what is the answer called?” (quotient) “Remainder is a new word. What do you think it would mean in math?” Reveal the definition of remainder on the Smartboard and then read it out loud. “A remainder is the number that is left after one whole number is divided by another. Let’s write that in our vocabulary notebook.” “Look at our problem of 22 ÷ 3. Let’s solve the problem. The answer is 7, with 1 left. So we write R1.” “Now let’s read the definition of remainder together?” choral reading??? “When do you think …show more content…
“Each student has 114 cubes and I have 1 cube remaining. Write the quotient on your paper.” (114 R1) “Can someone think of another problem we can solve using our blocks?” “Look at your book. Let’s think about this question. 852 people rode an amusement park ride in a 4-hour period. If the same number of people ride the ride each hour, how many people rode the ride in the first hour?” “What equation would we use to solve this problem?” (852 ÷ 4) Write 842 ÷ 4 on the board. Walk through the steps with the students on how to solve this problem. “How many people rode the ride the first hour?” (213 people) “How can you check your answer?” (Multiply 213 X 4 = 852 or compare answer to the estimate of 900 ÷ 4 = 225) “Now let’s try another problem.” Write 7946 ÷ 6 on the board. Walk through the steps with the students on how to solve this problem. “After we have divided everything, what number remains?” (2) “So we write R for remainder and then 2 because we can’t divide 6 into 2. So what is 7946 ÷ 6?” (1324 R2) “How can you check your answer?” (Multiply 1324 X 6 = 7944 then add 2=